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The authors evaluate the Science‐Technology‐Society (STS) views, attitudes and literacy of Israeli elementary science school teachers in three in‐depth, longitudinal inservice programs. The programs were aimed at promoting teacher empowerment for the implementation, on a national scale, of a new STS‐oriented elementary science curriculum reform. By using a blend of qualitative and quantitative research methods, the effectiveness of these similar but not identical programs has been determined. It was found that appropriately designed inservice science teacher training courses did induce a shift in the STS views/positions, beliefs/attitudes and literacy of elementary science teachers, and that this shift can be increased by using research‐based data, obtained within an ongoing formative education process.
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Ben‐Chaim et al. (1994) studied this question.
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